Common Core State Standards Content Area: English Grade Level: Grade 9-10 Domain: Reading - Literature Cluster: Key Ideas and Details, Craft and Structure Standards: 1, 2, 3, 4
Establish Goals (MLR or CCSS):(G)
1. cite strong and through textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details provide and objective summary of the text. 3. analyze how complex character develop over the course of the text, interact with other character, and advance the plot over time. 4. determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings analyze the cumulative impact of specific word choices on meaning and tone.
What understandings are desired?
Students will understand that:(U)
•there are larger themes of racism throughout the text.
•there are turning points of Huck's attitude towards racism.
•the vocabulary of the time was different
What essential questions will be considered?
Essential Questions:(Q)
•How was racism viewed then, how has that view changed?
•Did Huck change over the book? Or was he linear?
•How does Mark Twain use writing style to display a larger theme?
What key knowledge and skills will students acquire as a result of this unit?
• describe Huck's changes in his views throughout the text.
• make meaning of the major themes in Huckleberry Finn.
•adapt Twain's vocabulary to now.
•analyze Huck's turning points in the book.
•consider the differences in dialect between our own, and Huck's.
• be aware of the theme under the writing style.
Stage 1 - Identify Desired Results
Content Area: English
Grade Level: Grade 9-10
Domain: Reading - Literature
Cluster: Key Ideas and Details, Craft and Structure
Standards: 1, 2, 3, 4
Establish Goals (MLR or CCSS): (G)
2. determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details provide and objective summary of the text.
3. analyze how complex character develop over the course of the text, interact with other character, and advance the plot over time.
4. determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings analyze the cumulative impact of specific word choices on meaning and tone.
What understandings are desired?
•there are turning points of Huck's attitude towards racism.
•the vocabulary of the time was different
What essential questions will be considered?
•Did Huck change over the book? Or was he linear?
•How does Mark Twain use writing style to display a larger theme?
What key knowledge and skills will students acquire as a result of this unit?
•Critical Details of Events: Characters, why something happened, foresight, familial situations.
•Important People: Huck, Jim, Huck's dad, racist groups, feuding families
• make meaning of the major themes in Huckleberry Finn.
•adapt Twain's vocabulary to now.
•analyze Huck's turning points in the book.
•consider the differences in dialect between our own, and Huck's.
• be aware of the theme under the writing style.
2004 ASCD and Grant Wiggins and Jay McTighe.